Unit 1 Living well Ｉ．单元教学目标
II．目标语言
III．教材分析与教材重组
1.教材分析
本单元以残疾及残疾人生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。通过本单元的言语技能训练，要求学生学会使用正确得体的英语介绍他人和向他人表示祝
贺。
1.1 WARMING UP 让学生了解残疾的种类，讨论各种残疾给人们的生活带来的种种不便，尽管如此
仍然有许多残疾人在不同领域取得了非凡成就，为本单元的READING部分精彩故事做好了铺垫。
1.2 PRE-READING 通过介绍―Family village‖，激发学生的阅读兴趣。
1.3 READING课文是一篇以第一人称表述Marty身残志坚，以积极的态度快乐生活的故事。课文以网
页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。
1.4 COMPREHENSION共有4部分，这4部分的设置由表及里，由浅入深，非常科学。第1部分是
浅层次的事实核对题，旨在让学生了解Marty生活中遇到的各种困难和他对待生活的乐观态度；
第2部分是深层次的理解题，要求学生在正确的理解课文的基础上，通过讨论得出结论；第3部分要求学生总结课文6段的段落大意。第4部分要求用3-4句话分别表述1）Marty的积极向上的生活方式; 2）人们怎样帮助Marty和像Marty一样的残疾人过上幸福生活;3)他的同学为什么改变了对待Marty的态度。
1.5 LEARNING ABOUT LANGUAGE 分为两部分，Discovering useful words and expressions是本单元
词汇练习题；Discovering useful structures是本单元语法练习题练习，通过本单元的学习，要求学生熟练掌握不定式的各种语法功能。
1.6 USING LANGUAGE分为两部分，Listening and speaking是关于对残疾人Barry Minto的采访录音，
要求学生能够通过录音了解Barry Minto的身体残疾和他取得的成就。同时通过听这个采访，要求学生掌握表示祝贺的常用句型。Reading, speaking and writing 部分要求学生先讨论腿脚残疾的人在电影院有可能遇到的困难，然后引出残疾Alice Major写给the new Bankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出一些建议，要充分考虑残疾人的特殊需要。这封信后有说和写的练习题，通过不同的言语技能训练，完成本单元教学目标。通过读这份建议信，要求学生学会写建议信。
2. 教材重组
2.1 将WARMING UP 、PRE-READINGR、READING与COMPREHENDING放在一起上一节阅读
课。
2.2 把LEARNING ABOUT LANGUAGE 和WORKBOOK 的Using words and expressions及Using
structures整合在一起上一节―词汇语法课‖。
2.3 根据USING LANGUAGE内容上一节听说读写综合技能课。
2.4 将WORKBOOK 的Reading and listening 和Talking结合在一起，上一节―听说课‖。
2.5 将WORKBOOK的Reading and writing task 设计为一节阅读课写作课。
3. 课型设计与课时分配（经教材分析，本单元可以用5课时教完）
1st Period Reading
2nd Period Learning about language
3rd Period Using language
4th Period Reading and listening
5th Period Reading and writing task
IV. 分课时教案
The First Period Reading
Teaching goals 教学目标
1. Target language目标语言:
a. 重点词汇和短语
eyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto, adapt, motto, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, independent, make fun of, encouragement
b. 重点句型
1. I have to adapt to my disability.
2. All in all, I have a good life.
3. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.
4. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do. 2. Ability goals能力目标
Help students to learn about disabilities and life of the disabled. Enable students to realize people with disabilities can also live well
3. Learning ability goals学能目标
By talking about disabilities and life of the disabled, students will learn some positive stories of the disabled. This will help students understand more about how challenging life can be for the disabled.
Teaching important points教学重点
How positive stories about the people with disabilities inspire others.
Teaching difficult points 教学难点
How to help student understand the difficulties the disable have to overcome.
Teaching methods教学方法
Discussing, explaining, reading and practising
Teaching aids教具准备
Multimedia computer
Teaching procedures & ways教学过程与方式
Step I Leading in
Deal with Warming up. Play some videos of people with disabilities for students to watch. Then ask them to discuss what the disabilities are and what difficulties they have to overcome in daily life.
T: Good morning /afternoon, class!
Ss: Good morning/ afternoon, Mr. /Ms…
T:In this class we are going to learn about disabilities and the life of the disabled. First let’s watch some short videos. Then discuss in groups what the disabilities are and what difficulties they have to overcome in daily life. After the discussion, Teacher will present the four pictures on Page 1 to students.
T: Quite right. Disabilities can be visible or invisible. People with invisible disabilities don‘t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great success. Now look at the pictures, how do they look?
Ss: They look happy and satisfied. They are smiling.
T: Yes, they are. But all of them are disabled. Can you guess what their disability might be?
S1: …
S2: …
……
T: OK, please remember there are many disabled people in the world. They are part of the world. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them? Here is a website “Family village”. From here we can learn some positive stories about the disabled.
Step II Pre-reading
Ask students to read the pre-reading carefully and find out the purpose of the website. Then show the suggested answer on the PowerPoint.
Suggest answer:
1. To give ordinary young people with a disability the chance to share their stories with others.
2. To inspire other disabled people.
3. To get non-disabled people to understand more about how challenging life can be for people with disabilities. Step III Reading
Deal with the reading part.
Scanning
Ask the students to scan the text and find problems Marty have in his life and what he does in spite of his disability.
T: First I’d like you to do the scanning and then fill in the chart with the information you get from the text. After you have finished, please compare with your partner.
Several minutes later, students compare their information with each other in groups. Then check the answer with the whole class.
T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in groups. You may refer to the adjectives on the PowerPoint.
Show some suggested adjectives on the PowerPoint.
brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupid
T: Ok. You are right. Though Marty has a muscle disease, which causes many difficulties to his life, he still lives well. He is living a busy and satisfying life. He is very optimistic. Then continue to discuss the next two questions on Page3.
Deal with the next two questions in the same way.
Suggested answers:
1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.
2. I think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed.
3. Maybe at the beginning I will feel very low and disappointed, but Marty‘s story will encourag e me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying life. Careful reading
Ask students to read the text carefully and then finish Ex3 on Page 4.
T:Now let’s read the text again and try to su m up the main idea of each paragraph.
Several minutes later check the answers with the whole class.
Suggested answers:
Paragraph 1: I have a muscle disease, which is very unusual.
Paragraph 2: No one knows how the disease develops.
Paragraph 3: The difficulties I have in daily life.
Paragraph 4: My fellow students have begun to accept me for who I am.
Paragraph 5 All in all, I have a good life.
Paragraph 6: People with disabilities can also live well.
T:Now let’s read Paragraph 4-6 again. Then we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together.
Suggested answers:
1. He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of time to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do.
2. Don‘t feel sorry for the disabled or make fun of them, and don‘t ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled people.
3. Because Marty is strong-minded and independent. His efforts have gained his fellow students‘ respect and understanding. So they have learned to accept him for who he is.
Summary
Ask students to work together to write a mini biography for Marty according to the text.
T: Now we’ve finished Marty’s story. Now it’s time for you to work in groups and write a mini biography for him.
My Mini bio
Name:
Status:
Health:
Interests and Hobbies:
Ambition:
Motto:
A few minutes later show the sample on the PowerPoint.
My Mini bio
Name: Marty Fielding
Status: High school student
Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people Interests and Hobbies:
?Enjoys writing and computer programming
?Going to the movies and football matches- when I am well enough
?Spending a lot of time with my pets—two rabbits, five mice, a tank full of fish and a snake
?To study
Ambition: to work in the computer industry
Motto: live one day at a time
Explanation
During this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems.
T: Now we will deal with some difficult language focuses. Now I will play the recording of the text for you. Please make a mark where you have difficulties.
After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Page86-87.
T: Do you have any difficulties with the text？
S1:Could you please explain the sentence to us：I have learned to adapt to my disability.
T: Before he developed the disease, he could run or climb the stairs as quickly as other people. But after he had the disease, he becomes very weak, so he cannot run very fast. It takes time for him to get used to slow pace. Besides this the disease has brought many other difficulties to him, he has to get used to living with the disease. So we can understand it like this: I have got used to living with the disease. Do you have any other questions? Ss: No.
T: This is a very inspiring story. From Marty’s story, what have you learned from?
S1: We should be patient with people with disabilities. We shouldn‘t get annoyed just because they are slow.
S2: We shouldn‘t feel so rry for them. That might hurt them.
S3: We should help them in a clever way.
S4: We should encourage them when they feel down.
……
S8: Just having a disability doesn‘t mean your life is not satisfying.
T: I’m very glad all of you have learned something from the story. Please remember everyone can live well even if he has a disability. If you‘d like to learn more about the life of disabled people, please surf the internet. Step IV Homework:
Retell Marty‘s story according to the mini bio.
Surf the internet to learn more about the lif e of disabled people.
Unit 2 Robots Ｉ．单元教学目标
II．目标语言
III．教材分析与教材重组
2.教材分析
本单元以机器人和科幻小说为话题，介绍了20世纪世界知名的科幻小说家Isaac Asimov写于1951的Satisfaction Guaranteed 和作者的生平。通过本单元的教学，旨在让学生了解科幻小说最大的特征在于，它赋予了―幻想‖依靠科技在未来得以实现的极大可能，甚至有些―科学幻想‖在多年以后，的确在科学上成为了现实。如Isaac Asimov1951年描述的机器人的部分功能已经被应用于现实生活和工作中。在教学中，要鼓励学生敢于幻想，大胆创新，发挥自己丰富的想象力和创作力，写出独具特色的科幻文章。1.1 WARMING UP介绍了什么是机器人，和不同种类及不同形状的机器人。
1.2 PRE-READING 通过讨论机器人是否像人类一样有自己的思维，是否有感情引出Isaac Asimov的
科幻小说Satisfaction Guaranteed。为本单元的READING做好了铺垫。
1.3 READING课文是Isaac Asimov写于1951的科幻小说Satisfaction Guaranteed。文中描述的机器人
Tony是一个除去面无表情外，身材高大，相貌英俊，聪明机智的完美男人。仅三周的时间就使女主人坠入爱河。
1.4 COMPREHENDING共有2部分，第一部分是关于课文内容的5个问答题，旨在考察学生对课文
的理解。第二部分要求学生比较机器人Tony在physical, mental, emotional 三方面与人的异同。与PRE-READING 部分的问题相呼应。
1.5 LEARNING ABOUT LANGUAGE 分为两部分，Discovering useful words and expressions是本单元
词汇练习题；Discovering useful structures是本单元语法练习题，通过本单元的学习，要求学生熟练掌握不定式的被动语态。
1.6 USING LANGUAGE分为两部分，Listening ,discussing and writing部分内容是Molly 和Kate 讨论
Satisfaction Guaranteed的对话录音，要求学生根据对话内容学会运用表达自己观点的常用句型。这部分教学内容还要求学生以机器人为话题，充分发挥自己的想象力，谈论机器人做家务的利与弊。
并且要求自己动手设计机器人，附上文字说明。Reading and discussing 部分的内容是科幻小说家Isaac Asimov的生平介绍。文章后附有练习题。第一题要求学生根据时间线，了解在作者生命中发生的重要事件。第二、三题要求学生讨论Isaac Asimov的―机器人三定律‖。
2. 教材重组
2.1 将WARMING UP 、PRE-READINGR、READING与COMPREHENDING放在一起上一节阅读
课。
2.2 把LEARNING ABOUT LANGUAGE 和WORKBOOK 的Using words and expressions及Using
structures整合在一起上一节词汇语法。
2.3 根据USING LANGUAGE内容上一节听说读写综合技能课。
2.4 将WORKBOOK 的Listening 和Reading task 设计为一节阅读课写作课。
2.5 将WORKBOOK的Speaking task, Listening task和Writing task 整合在一起上一节综合技能课。
3. 课型设计与课时分配（经教材分析，本单元可以用5课时教完）
1st Period Reading
2nd Period Learning about language
3rd Period Using language
4th Period Listening and Reading task
5th Period Speaking, listening and writing task
IV. 分课时教案
The First Period Reading
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
fiction, cartoon, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, pile, scan,
fingernail, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful，affair, firm, firmly, declare, victory, envy, marriage, test out, ring up, turn around, leave alone
b. 重点句型
1. She felt embarrassed and quickly told him to go.
2. Claire thought it was ridiculous to be offered sympathy by a robot.
3. By the amused and surprised look on her face, Claire knew that Gladys thought she was having an affair.
2. Ability goals能力目标: Help students to learn about robots and science fiction.
3. Learning ability goals学能目标：
Enable students to realize science fiction reflects scientific thought; a fiction of things-to-come based on
things-on-hand.
Teaching important points教学重点
Teach students to enjoy science fiction. Enable students to grasp what Tony did to help Claire and how her emotion developed during Tony‘s stay at her house. Help students to sum up characteristics of science fiction. Teaching difficult points 教学难点
How Claire‘s emotion developed during Tony‘s stay at her house.
Teaching methods教学方
Discussing, explaining, reading and practising
Teaching aids教具准备
The multimedia computer
Teaching procedures & ways教学过程与方式
Step I Warming up
Deal with Warming up. Present photos of different kinds of robots. Then ask them to say something about his or her favorite robot.
T: Good morning /afternoon, class!
Ss: Good morning/ afternoon, Mr. /Ms…
T: In this class we are going to learn about robots. Who would like to tell me what a robot is?
S1:A robot is a machine.
T: What kind of machine?
S2: A robot is a kind of machine that can do a variety of often complex human tasks.
T: How can a robot perform human tasks?
S3: A robot is controlled by a computer.
T: You are right. Then we can give the definition of a robot like this: A robot is a machine designed to do jobs that are usually performed by humans. Robots are programmed and controlled by a computer. Now look at some pictures. Divide them into different types and decide your favorite one.
Step II Pre-reading
Ask students to discuss the questions in pre-reading in groups. Students are encouraged to speak out their opinion freely, no matter what it is. Teacher should encourage students to use their imagination.
Step III Reading
Deal with the reading part.
Scanning
Ask the students to scan the text and find out what Tony looks like.
T:Ok. I’m glad you had a heated discussion. Now I’d like you to meet Tony-- a robot that looks exactly like a human being. He is a character in the science fiction Satisfaction Guaranteed by Isaac Asimov. Please read the text and find the answers to the following questions.
Show the following questions on the PowerPoint.
1. What did Tony look like?
2. What did Tony do to make Claire and her home elegant?
Several minutes later check the answers with the whole class.
Suggested answer:
1. He was tall and handsome although his facial expressions never changed. His hair was smooth and black and his voice was deep.
2. Tony gave Claire a new haircut and changed the makeup she wore. He also suggested Claire buy new curtains, cushions, a carpet and paint for the house and new dresses for herself. He made improvements on the house so that the house looked very elegant.
Careful reading
Comprehending questions on Page 12
Ask students to read the text carefully and then discuss the comprehending questions on Page 12 in groups. T:Now let’s read the text carefully and then do the comprehending exercises on Page 12.
Several minutes later check the answers with the whole class.
Suggested answers:
1.1. He opened the curtains so that the other women—Claire?s guests could see them.
1.2 He had prevented Claire from harming herself through her own sense of failure.
1.3 Because the company (designers) cannot have women falling in love with machines.
1.4 Various answers can be accepted.
1.5 When she first saw the robot, she felt alarmed. Tony didn‘t look like a machine at all.
She felt embarrassed when Tony asked her whether she needed help dressing.
Claire thought it was ridiculous to be offered sympathy by a robot.
She was amazed by the fingernails and the softness and warmth of his skin.
She screamed, pushed him away and ran to her room for the rest of the day.
What a sweet victory to be envied by those women. She might not as beautiful as them, but none of them had such a handsome lover. Then she remembered—Tony was just a machine. She cried all night.
2.
Claire’s emotion development
After dealing with the comprehending exercises, ask students to work together to find how Claire‘s emotion developed.
Suggested answer:
At first refused to have Tony at her house---accept him----trust him---- proud of him----love him---sad to remember he was just a machine
T: From her emotion development, we can see Tony was designed as a Mr. Perfect. He is designed not to harm Claire or allow her to be harmed. This is one of Isaac’s three laws for robots. Later in this unit we will learn more about his three laws.
Characteristics of science fiction
T: As you know, the story was written in 1951. With the development of science, some of the functions performed by Tony have come true. From this story we can draw a conclusion:
Science fiction is often based on scientific principles and technology.
Science fiction may make predictions about life in the future.
Please remember these are some characteristics of science fiction. If you are interested, you may write short science fictions in your spare time.
Explanation
During this procedure Teacher will play the tape recording for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems.
T: Now we will deal with some difficult language focuses. Now I will play the recording of the text for you. Please make a mark where you have difficulties.
After listening to the recording, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Page88-89.
T: Do you have any difficulties with the text？
S1:Could you please explain the sentence to us：She felt embarrassed and quickly told him to go. T: Because Tony didn’t look like a machine at all, when Tony offered to help her get dressed, she was embarrassed, perhaps shy to get a “man” help her dressin g.
S2: How to understand this sentence: Claire thought it was ridiculous to be offered sympathy by a robot.
T: In spite of the fact that Tony looked so human, he was just a machine. So Claire thought it was foolish that Tony offered her sympathy. Do you have any other questions?
Ss: No.
T: Maybe someday we will have robots that have feelings and can also think for themselves. Please remember science fiction reflects scientific thought; things-to-come based on things-on-hand. Ok, that’s all for today. Don’t forget to surf the internet to learn more about the great writer and his stories. Of course you will learn more about robots.
Step IV Homework:
Remember the characteristics of science fiction.
Surf the internet to learn more about robots and science fiction.
Surf the internet to learn about Isaac Asimov.
Unit 3
Teaching aims
1.Enable the students to use the Noun Clauses as the subject, object, predicative and oppositive.
2.Help the students learn how to use the Noun Clauses.
Teaching important and difficult points
Differ the noun clauses.
Teaching methods
Analysis and have some discussions.
Teaching procedures
Step 1 Preparation
Ask the students to underline the noun clauses in the following sentences. Then tell what types of noun clauses they are.
1)Whether native Americans arrived in California 15,000 years ago or 14,000 years ago is not important.Subject clause(主语从句)
2)The fact that they arrived a long time before Europeans is what matters.
Appositive clause(同位语从句) & Predicative clause(表语从句)
3)I believe that the native Americans were treated badly when the first Europeans came.Object clause(宾语从句)
Step 2 Discussion
Step 3 Analysis
1.高考考查热点:
1)名词性从句的语序（陈述句语序）；
2)几对重要关联词的区别：whether\if, what\that, what\whatever, who\whoever, etc;
3)it用作形式主语或形式宾语代替主语从句或宾语从句；
4）根据具体情景选用适当的关联词。
2.根据例句，讨论：
1）whether\if的区别
I. Please tell me if/whether you will go to the lectures tomorrow.
II. It all depends on whether the sky will clear up.
III. The question is whether the film is well worth seeing.
IV. Whether he will be well tomorrow I‘m not sure.
V. Whether it is true remains a problem.
A.引导宾语从句，位于及物动词后
B.引导宾语从句，位于介词后
C.引导宾语从句，放句首
D.引导表语从句，主语从句或同位语从句
whether: A, B, C, D
if: A
2)What\that的区别
I. I think that it is unnecessary for me to speak louder.
II. His mother is satisfied with what he has done.
III. That he was able to come made us happy.
IV. This is what makes us interested.
3）who\whoever; what\whatever的区别
I. The spoken English competition is coming. Who will attend the meeting hasn‘t been decided yet. II. I believe whoever takes part in the competition will try his best.
III. Can you tell me what you would like to order?
IV. Whatever happens, don‘t be surprised.
I. It is a fact that he won the match.
II. It is necessary that we do study the English.
III. It is known to all that light travels in straight lines.
Step 4 Practice
1)Exs.3&4, Students Book P5
2)Make sentences using noun clauses as the subject, object, predicative and appositive. Step 5 Homework
1.Review what we have learnt today.
2. Translate sentences:
1)显而易见, 英语很重要
.(主语从句) 2)玛利认为他会帮助她.(宾语从句)
3)我从来未到过那儿这事实是真的.(同位语从句) 4)问题是我们下一步该怎么做.(表语从句)
Unit 4 Sharing
Ｉ． 单元教学目标
Ⅱ.目标语言
Unit 1 Living well 知识目标 1．Get students to learn the useful words and expressions in this unit. eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to 2．Help students to learn about disabilities and life of the disabled. 能力目标 1．Let students read the passage Marty's Story to develop their reading ability. 2．Enable students to know that people with disabilities can also live well. 情感目标 1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled. 2．Help them understand more about how challenging life can be for the disabled. 3．Develop students' sense of cooperative learning.
人教版新课标高中英语选修7课文原文 Unit 1 Living well-Reading MARTY’S STORY Hi, my name is Marry Fielding and I guess you could say that I am "one in a million". In other words, there are not many people like me. You see, I have a muscle disease which makes me very weak, so I can't run or climb stairs as quickly as other people. In addition, sometimes I am very clumsy and drop things or bump into furniture. Unfortunately, the doctors don't know how to make me better, but I am very outgoing and have learned to adapt to my disability. My motto is: live One day at a time. Until I was ten years old I was the same as everyone else. I used to climb trees, swim and play football. In fact, I used to dream about playing professional football and possibly representing my country in the World Cup. Then I started to get weaker and weaker, until I could only enjoy football from a bench at the stadium. In the end I went into hospital for medical tests. I stayed there for nearly three months. I think I had at least a billion tests, including one in which they cut out a piece of muscle from my leg and looked at it under a microscope. Even after all that, no one could give my disease a name and it is difficult to know what the future holds. One problem is that I don't look any different from other people. So sometimes some children in my primary school would laugh, when I got out of breath after running a short way or had to stop and rest halfway up the stairs. Sometimes, too, I was too weak to go to school so my education suffered. Every time I returned after an absence, I felt stupid because I was behind the others. My life is a lot easier at high school because my fellow students have accepted me. The few who cannot see the real person inside my body do not make me annoyed, and I just ignore them. All in all I have a good life. I am happy to have found many things I can do, like writing and computer programming. My ambition is to work for a firm that develops computer software when I grow up. Last year invented a computer football game and a big company has decided to buy it from me. I have a very busy life with no time to sit around feeling sorry for myself. As well as going to the movies and football matches with my friends, I spend a lot of time with my pets. I have two rabbits, a parrot, a tank full of fish and a tortoise. To look after my pets properly takes a lot of time but I find it worthwhile. I also have to do a lot of work, especially if I have been away for a while. In many ways my disability has helped me grow stronger psychologically and become more independent. I have to work hard to live a normal life but it has been worth it. If I had a chance to say one thing to healthy children, it would be this: having a disability does not mean your life is not satisfying. So don't feel sorry for the disabled or make fun of them, and don't ignore them either. Just accept them for who they are, and give them encouragement to live as
高中英语必修一教案Unit 1 Friendship
1.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition
一、词汇&短语 1.目击 v._____________________ 2.暂停 vt./n. __________________ 3.每年的adj. _________________ 4.拖,拉 vt. __________________ 5.催促vt._____________________ 6.深(度) n. ____________________ 7.协作 n._____________________ 8.住所 n._____________________ 9.相对的_____________________ 10.逃离v. _____________________ 11.放弃 vt. ____________________ 12.帮助(某人)摆脱困境 _________ 14．________________ 瞄准 13．________________ 优于；在……前面 15．________________ 靠近 16．________________ 在此期间；与此同时 17．帮助(某人)摆脱困境或危难 二、知识详解 1. 【原句】that this was just a story but then I . 当时我以为只是一个故事罢了，但是后来亲眼看见了，而且见过多次。 witness vt 当场见到；目击 n 目击者；证人；证据 be (a) witness to sth 目击，看见 witness sth 见证，目击，作证 bear/give witness to 为…作证，为….的证人 witness to doing (在法庭上)作证 1).His good health is a to the success of the treatment. 他身体健康证明这种疗法是成功的。 2).Police have appealed for anyone who to contact them. 警方呼吁凡是目击这一事件的人与他们联系。 3).He seen the man enter the room.他证明看到那个人进了房间。 4).She the case, but didn’t want to give/bear witness. 2.【原句】On the afternoon I arrived at the station, , I heard a loud noise coming
Unit 5 Travelling abroad Ｉ.单元教学目标
III. 教材分析与教材重组 1. 教材分析 本单元以travelling abroad为话题，旨在通过单元教学，使学生了解在国外旅行或学习时可能会遇到的一些问题，并学会怎样去解决问题和避免这样问题的发生。学会表达和支持个人观点，能用所学的有关travelling abroad的词汇描述在国外居住生活的情况，在国外旅游时能根据所给的信息选择恰当的旅游线路，能推测什么事情可能会发生，哪种情况不会发生，会正确使用非限制性定于从句。 1．1W ARMING UP 提供了四个有关旅行的问题，让学生用已有的知识和经验讨论在国外居住或旅行会遇到什么问题，并且该如何来解决这 些问题。 1．2 PRE-READING是READING的热身活动。提供了两个问题，它要求采用与同学讨论交流的方式谈论在国外学习的利与弊，激发同学们的学习兴趣。 1．3 READING是一篇介绍中国女孩谢蕾在伦敦学习的情况。使学生对比在国内学习与在国外学习的不同。Try to understand some of the benefits and difficulties she has in London. 1．4 COMPREHENDING 练习1通过四个问题来检查学生对课文的细节的理解。 练习2以图表的形式来分析在国外学习的利与弊。 练习3设置了五个讨论题，通过这些话题的谈论，挖掘文章的深层含义，激活学生自身的认知能力和思想认识能力。 练习4是概括能力训练题，在理解的基础上，重点训练学生的概括能力。 1．5 LEARNING ABOUT LANGUAGE分词汇和语法两部分。其中，Discovering useful words and expressions是训练学生在语境中掌握词汇的能力，帮助学生加强动词变化形式的意识。Revising useful structures 是关于非限制性定于从句，旨在训练学生对定语从句的理解、掌握和运用，并通过语法练习加以巩固。 1．8 USING LANGUAGE中的第一部分Listening要求学生先根据秘鲁的地图谈论有关秘鲁这个国家的一些情况, 然后完成三个相应的任务型练习。首先是要求学生在听第一遍时能完成听力练习1的任务，即：选择那些是Lia喜欢做
人教版高中英语选修7Unit1 一、教案背景 ，面向学生：√中学□小学2，学科：英语 2，课时：23，学生课前准备：熟悉课相关的重要词汇，本文的话题是围绕“残疾、残疾人的生活”展开 的介绍残疾人积极进取的生活，紧扣了本单元“身残志坚”的主题。引导学生谈论对“残疾”这一话题的看法，让学生了解残疾人取得的成就进行讨论，通篇阅读全文，把握文章的大 意让学生了解F amily Village网站的基本情况。借助标题和图片讨论该网站的主要内容和作用。 二、教学课题 知识与技能目标：I、让学生掌握以下单词和短语的用法： ambition,absence,beneficial,adapt,annoy,access,in other words, all in all,cut out, in many ways,resign, congratulation II、让学生学会运用以下重点句型： 1.She was proud to have recently presented her country in an athletics competition. 2.F o r d i s a b l e d c u s t o m e r s i t w o u l d b e m o r e c o n v e n i e n t t o p l a c e t h e t o i l e t s n e a r t h e e n t r a n c e t o t h e cinema. 过程与方法目标：1、带领学生讨论问题2、阅读全文，找出重点单词、短语和句型，加以分析讲解，使学生达到学以致用的境界。3、学习正式信件的写法和用语 4、引导学生去体会马蒂菲尔丁的情感变化，提高他们关心、理解、帮助他人的意识。 三、教材分析 Reading部分，由残疾人Marty Fielding 在网页上叙述自己的故事，他患了至今无法认识的 肌肉疾病，身心倍受摧残，但痛苦的磨练也让他变得更加坚强，更好地认识人生，决心要过好人生的每一天：“Live one day at a time”他展示了他复杂的情感变化过程：希望破灭后的迷惘、焦虑、恐惧、对同情和理解的渴望，以及自我接受、被人接受后重新燃起的希望和喜悦。 教学重点： 1、重点的单词、词组及句型用法 2、训练学生总结归纳段落大意的能力 3、培养学生关心、帮助残疾人的良好意识，激发学生自尊、自立、自强的精神 教学难点： 1、重点单词短语的用法 2、学习正式信件的写法和用语 3、深入理解和进一步运用语法动词不定式 教学之前确定教学重难点，上网搜索Family Villaged的资料，了解其情况，确定恰当的教学方法与参考资料。然后根据教学的需要，引导学生上网搜索出有关课文的录音与图片，让学生熟读读课文，培养英语语感。看到相关的图片之后，提高学生主动关心、帮助弱势群体的意识，同时学习以乐观的态度、顽强的毅力面对人生。 四、教学方法 讲授法、演示法、训练法、课堂讨论法 1、讲解重点的单词、短语以及动词不定式的用法 2、演示经典句型例子，播放相关图片
选修7 英语单词 Unit 1 a mbition 野心ambitious 有野心的adapt 使适应 adapt to 适合absence 缺席 annoy 使…不悦annoyed 颇为生气的annoyance 烦恼 all in all 总而言之 as well as 和assistance 协助 abolish 废止 abolition 废止 all the best 一切顺利architect 建筑师adequate 充分的access 方法accessible 可接近的approval 认可 b ump 撞击 bench 长凳 beneficial 有益的bowling 保龄球basement 地下室 c lumsy 笨拙的 cut out 切去 conduct 行为certificate 证书community 社会companion 伙伴congratulate 祝贺congratulation 祝贺 d ictation 听写disability 伤残 disabled 伤残的 dignity 尊严 e xit 出口 entry 入口 eyesight 视力earphone 耳机encouragement 奖励 f ellow 同类的 firm 公司 fulfilling 令人满意的 g raduation 毕业 h earing 听力 handy 有用的 i mpair 削弱 italics 斜体 in other words 换句话说in many ways 在很多方面l ap跑道的一圈 literature 文献 m eet with 遇到microscope 显微镜 make fun of 取笑mainstream 主流 n oisy 吵闹的 never mind 不必担心 o utgoing 外向的outwards 向外 out of breath 上气不接下气p arrot 鹦鹉 politics 政治学 profit 收益 psychology 心理学psychologically 心理学地r ow 一行 resign 辞去 s lavery 奴隶制syndrome 综合症状suitable 适合的 software 软件 sit around 闲坐着 t ank 大容器 tortoise陆龟 w heelchair 轮椅
外研版高中英语选修7 全册教学设计教案
目录 Module 1 Basketball-Period 1 Module 1 Basketball-Period 2 Module 1 Basketball-Period 3 Module 1 Basketball-Period 4 Module 1 Basketball-Period 5 Module 1 Basketball-Period 6 Module 1 Basketball-Period 7 Module 1 Basketball-Section 1 Background readings Module 1 Basketball-Section 2 The Analysis of the Difficult Sentences Module 2 Highlights of mey senior Year-Period 1 Module 2 Highlights of mey senior Year-Period 2 Module 2 Highlights of mey senior Year-Period 3 Module 2 Highlights of mey senior Year-Period 4 Module 2 Highlights of mey senior Year-Period 5 Module 2 Highlights of mey senior Year-Period 6-7 Module 2 Highlights of mey senior Year-Section 1 Background Readings Module 2 Highlights of mey senior Year-Section 2 The Analysis of the Difficult Sentences Module 2 Highlights of mey senior Year-Section 3 Words and Expressions Module 3 Literature-Period 1 Module 3 Literature-Period 2 Module 3 Literature-Period 3 Module 3 Literature-Period 4-5 Module 3 Literature-Period 6-7 Module 3 Literature-Section 1 Background readings Module 3 Literature-Section 2 The Analysis of the Difficult Sentences Module 3 Literature-Section 3 Words and Expressions Module 3 Literature-Task Module 4 Music Born in America-(Period 5-6) Module 4 Music Born in America-(Period 7-9) Module 4 Music Born in America-Period 1 Module 4 Music Born in America-Period 2 Module 4 Music Born in America-Period 3 Module 4 Music Born in America-Period 4 Module 4 Music Born in America-Section 1 Background Readings Module 4 Music Born in America-Section 2 The Analysis of the Difficult Sentences Module 4 Music Born in America-Section 3 Words and Expressions Module 5 Ethnic Culture-Grammar1 Module 5 Ethnic Culture-Grammar2 Module 5 Ethnic Culture-Introduction Module 5 Ethnic Culture-Reading and Vocabulary(1) Module 5 Ethnic Culture-Reading and Vocabulary(2)
人教版高中英语必修7内容全解 话题素材——好好生活 好词 1.sympathy n. 同情 2.overcome vt. 克服 3.determination n. 决心 4.optimistic adj. 乐观的 5.progress n. 进步 6.be confident of sth. 对某事有信心 7.work together 共事；共同努力8.be active in 积极从事于 9.dream of/about 梦想…… 10.be sorry for 为……感到难过/愧疚 11.make it a rule to do sth. 做某事成为规定 12.be skilled in/at sth. 在……方面熟练 13.be available 可以利用的；有空的；可获得的 14.be in the lead 领先
15.live/lead a．..life 过……的生活 佳句 1.It_is_also_a_virtue_to forgive and forget, especially in such a competitive and stressful society. 原谅和宽恕也是一种美德，尤其是在这样充满竞争和压力的社会。 2.In the past decades, advances in medical technology have made_it_possible_for_people_to_live longer than in the past. 在过去的几十年，医疗技术的进步已经使人们比过去活的时间更长成为可能。 3.In fact, we have to admit the fact that the quality of life is as_important_as life itself. 事实上，我们必须承认，生命的质量和生命本身一样重要。 [精美语篇] Wang Hong is my classmate. She is a lovely girl. But at the age of ten，she became disabled in a big fire，which made her left eye blind and right arm lost. She didn't give up anything in spite of her disability. Not only has she learned to take care of herself，but also she encourages other disabled people to face life bravely and lead an active life. Wang Hong learns hard and takes the head in our class. And we are all inspired by her. We hope other people don't look down upon the disabled. What healthy people should do is do what we can to help them，such as making public equipment more convenient for them to use. 高频单词 1．disability (n.) 伤残；无力；无能→disabled (adj.) 伤残的 2．adapt (vt.) 使适应；改编→adaptation (n.) 适应；改编；改写本
一、词汇拓展 1．适应，改编v.____________；适应，改编本n.____________；能适应的adj.___ __________ 2．误会n. &v.________；(过去式)________；(过去分词)________；错误的adj.________ 3．恐怖，恐惧n.__________；可怕的，恐怖的adj.__________；可怕地adv.__________ 4．犹豫，踌躇v._________________；犹豫，迟疑n.________________ 5 编排，分类v．_____________；编排，分类n．_____________ 6．使作呕，反感，厌恶v.________；使人反感的adj.________；感到反感的adj.________ 7. ___________ n. 舒适; 安慰vt. 安慰_____________ adj. 不舒服的; 不安的 8. _______n. 羊毛; 毛线; 毛织品_______ adj. 毛纺的; 纯毛的 9. ________ adj. 经典的n. 经典著作_______ adj. 古典的, 典雅的, 经典的 二、短语(从Reading 1 和 Reading 2 中找出以下短语) 1. (某人)冒充…____________________ 2. 结识,与…相见___________________ 3. 惊愕地_________________________ 4. 一般来说________________________ 5. 就…来说,从…角度 ______________ 6. 带…进来________________________ 7. 几天前 _________________________ 8. 带走,拿走_____________________ 9. 需要 _____________________ 10.透露身份,显露(本来面目)____________ 11. 伪装, 乔装 _________________ 12. 毫不犹豫 ____________________ 13. 把..误认为 _________________ 14. 要是…怎么办 ________________ 15. 优于… _____________________ 16. 打赌 ________________________ 17. 注定… _____________________ 18. 使…相信… ___________________ 19.采取有效措施 _____________________ 20. 根据…把..分类 ________________ 21. (声音、画面)逐渐模糊_____________ 22.用…的声音___________________ 23.自以为是 _______________________ 24. 移交 ______________________ 三、语言点 1. adaptation n. 改编本；适应性 adaptation to 对……的适应 adapt vt.使适应(合)；修改,改编 vi. (to)适应 adapt oneself to 使适应；使适合 1)这部戏剧是一部短篇小说的改编本。 ___________________________________________________________. 2)动物对环境的适应是相当慢的。 ___________________________________________________________. 3)He tried hard to______________________(使自己适应) the new conditions. 4)He made a quick ____________________(适应) the new environment. 5)When they moved to Canada, the children _____________(适应) the change very well. 2. hesitate vi. 犹豫；踌躇 (1)hesitate to do sth.迟疑做某事，不愿做某事 hesitate about/in/at/over (doing) sth.(做)某事犹豫不决 hesitate about＋疑问词＋to do sth.做某事犹豫不决 (2)hesitation n．踌躇，犹豫 without hesitation毫不犹豫地 have no hesitation in doing sth.毫不犹豫地做某事
20. rent sth. (out) to sb. 将某物出租 /租给某人 高中英语选修 7 重点短语 选修 7 Unit 1 1. adapt to 3. at least 5. get annoyed 7. live a normal life 适应 至少 恼火 9. cut out 切掉 , 删掉 11. depend on 依靠 13. in particular 特别地 15. adapt sb./oneself to sth 17. have a word with sb. 19. be accessible at all 根本就不 to do 过去常常 of breath 上气不接下气 fun of 取笑 过着正常的生活 other words 换句话说 in all 总而言之 the best 一切顺利 from 辞去…职务 使某人 / 自己适应于 16. cut in 插嘴 与某人谈话 words with sb. 与某人吵架 to 能 接 近 … 可到 达 的, 易受 影 响的 , 可 理 解 的 21. be to do sth. 准备做某事 22. be about to do whe n … 表示即将发生 选修 7 Unit 2 1. test out 考验 2. allow sb. to do 3. write out 写下 4. fall in love with 7. fall off 从'、' 掉下来 允许某人做某事 8. Ieave'、'al one 9. be pleased with 对…感到满意 爱上 10. search for 寻找 不打扰 5. give up 放弃 11. set aside 将''' 放在一边 6. ring up 打电话给 12. turn around 转向 必修 7 Unit3 1. ahead of （表示空间）在 前面；（表示时间）先，预先，比 提前, 比…… 更早 2. 3. 4. 5. 6. 8. 9. 10. 11. 12. 13. 14. 15. 16. 1 7. 1 8. 1 9. aim at 向……瞄准 help out 帮助 .... （摆脱困难或危难）；协助；使 ..... 脱离困境 be/become aware of 对 ...... 知道，明白； 意识至U .. (be) scared to death sort out 整理；挑出 look forward to stop sb. (from) doing sth. 吓死了 7. float up to 浮至 渴望……，盼望 阻止某人做某人 上来 in the meantime upside down in the distance get close to a witness to sth. reflect on/upon sth. a reflection on be/become ware of be/become aware that rent sth. from sb. 在此期间，与此同时 上下翻转过来 在远处 靠近 ....... ，接近 ..... 某事的证人 认真思考某事，沉思某事 是……的反映 知道……；明白；意识到 明 白……；意识到…… 从某人 哪里租用某物
UNIT2 The First Period Reading Teaching goals 教学目标 1. Target language目标语言 a. 重点词汇和短语 fiction, cartoon, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, pile, scan, fingernail, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful，affair, firm, firmly, declare, victory, envy, marriage, test out, ring up, turn around, leave alone b. 重点句型 1. She felt embarrassed and quickly told him to go. 2. Claire thought it was ridiculous to be offered sympathy by a robot. 3. By the amused and surprised look on her face, Claire knew that Gladys thought she was having an affair. 2. Ability goals能力目标: Help students to learn about robots and science fiction. 3. Learning ability goals学能目标： Enable students to realize science fiction reflects scientific thought; a fiction of things-to-come based on things-on-hand. Teaching important points教学重点 Teach students to enjoy science fiction. Enable students to grasp what Tony did to help Claire and how her emotion developed during To ny’s stay at her house. Help students to sum up characteristics of science fiction.
人教版高中英语选修七全册教学设计 Unit 1 Living well 知识目标 1．Get students to learn the useful words and expressions in this unit. eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to 2．Help students to learn about disabilities and life of the disabled. 能力目标 1．Let students read the passage Marty's Story to develop their reading ability. 2．Enable students to know that people with disabilities can also live well. 情感目标 1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled. 2．Help them understand more about how challenging life can be for the disabled. 3．Develop students' sense of cooperative learning. 教学重点 Get students inspired by positive stories of the people with disabilities. 教学难点 1．Develop students' reading ability.